The Athlete’s Trajectory · 2018-02-23 · Talentselection Antecedents Nuture Mental Skills, Life Skills Talentdevelopment Performance Outcome Heuristics. Psychologisches Institut

Psychologisches InstitutAbt. Leistungspsychologie

The Athlete’s Trajectory6th German-Chinese Symposium

Dr. Dipl.-Psych. Babett Lobinger MA

Coping with early specialisation and pressure

Psychologisches InstitutInstitute of Psychology

Psychologisches Institut Abt. LeistungspsychologieAbt. Gesundheits- und Sozialpsychologie


Outline: Coping with early specialisation and pressure

�Talentidentification, -selection and development

�Early Specialisation

�Pressure

�Peer pressure

�Pressure to perform

�German competitive sport system and psychological

support

�Sport Schools

�Dual Career

�Olympic sports (BISP, DOSB)

�Football (DFL, DFB; Youth Academies)

Dr. Babett Lobinger – [email protected]


Understanding Giftedness and Talent


Route to Excellence

(Abbott & Collins, 2004)



Nature

Personality, Traits, Abilities

Talentselection

Antecedents

Nuture

Mental Skills, Life Skills

Talentdevelopment

Performance

Outcome

Heuristics


A theoretical framework for predicting sport expertise?

Expert athletes are characterized by their optimal

adaption to situations/ problems in sports

Development of heuristics in the context of

athlete`s natural abilities, past experiences,

developed skills and situational context

Simple heuristics in sport (Raab, 2012)

Adaptive toolbox approach for developing expertise

(D`Oliveira, Lobinger & Raab, 2014)

Expert decision making


Research in the field of early specialization

Baker (2003)

• early diversification approach as

an alternative to early

specialization (Wiersma, 2000)



Brenner (2016)

• when sports

specialization

occurs too early,

detrimental effects

may occur, both

physically and

psychologically



LaPrade et al. (2016)

• there is no evidence that young

children will benefit from early sport

specialization in the majority of

sports

• they are subject to overuse injury

and burnout from concentrated

activity

• youth advocates, parents,

clinicians, and coaches need to

work together with the sport

governing bodies


culture

schoolidentity

jobpartnershippeers

family

Pressure

Pressure to perform

� Components:

• self-image and public image

• Self and others expectations

• Inner and social tension

• Success and failure

Peer Pressure

� pressure that originates from

(other’s) expectations



How can we help by means of sport psychology?

• BISp

• DOSB/ ZKS

• asp

Support Sport

Psychology

• Athletes

• Parents

• Coaches

GivingPsychology

away

Wissen-

schaftliches

Verbund-

system

Leistungs-

sport


Sport School System in Germany

� They serve to promote young athletes

� charges: depending on type of school

� Sport schools: 200-400/month

� Boarding schools: up to 2000/month

� Cooperation between schools and sports

associations

� 522 base camps (193 national and 329

regional base camps) as well as all 19

Olympic training centers (OSP)

� 235 schools

� 99 boarding schools


Psycho-Education


Nuture

Mental Skills, Life Skills

stress management

relaxation techniques

time management

Self talk

goal setting

mental training techniques

e.g.


Dual Career

Dr. Babett Lobinger

About the project:• to ensure that young sportspeople

receive an education and/or professional training alongside their sports training

Relevance:• to reduce risks that athletes missing

out on high quality education that could help to prepare for a new career after they retire

Prof. Paul Wylleman PI


Support and coach parents

children

parents

coachespeers


Psychological Support Youth Academies


https://sports.vice.com/en_us/article

/germany-makes-soccer-coaches-the-same-way-it-makes-cars

Sport Psychology in Coach Education

• Dt. Trainerakademie

• DFB/ Hennes-

Weisweiler-Akademie


Summary and recommendation

� Research on Child Development

� Longitudinal Studies

� Psychosocial Support of Talents

� Support and Empowerment of

parents

� Coach the Coach to Coach


Thank you!


References


Abbott, A., & Collins, D. (2004). Eliminating the dichotomy between theory and practice in talent identification and

development: considering the role of psychology. Journal of sports sciences, 22(5), 395-408.

Baker, J. (2003). Early specialization in youth sport: A requirement for adult expertise?. High ability studies, 14(1), 85-94.

Brenner, J. S. (2016). Sports Specialization and Intensive Training in Young Athletes. Pediatrics, 138(3), e20162148.

Dormehl, S. J., & Williams, C. A. (2016). Stability of within-sport specialisation in competitive adolescent sub-elite swimmers.

International Journal of Performance Analysis in Sport, 16(1), 12-28.

Erikson. Erik H. and Joan M. (1997) The Life Cycle Completed: Extended Version. New York: W. W. Norton

Feeley, B. T., Agel, J., & LaPrade, R. F. (2015). When is it too early for single sport specialization?. The American journal of

sports medicine, 0363546515576899.

LaPrade, R. F., Agel, J., Baker, J., Brenner, J. S., Cordasco, F. A., Côté, J., ... & Hewett, T. E. (2016). AOSSM Early Sport

Specialization Consensus Statement. Orthopaedic journal of sports medicine, 4(4), 2325967116644241.

McFadden, T., Bean, C., Fortier, M., & Post, C. (2016). Investigating the influence of youth hockey specialization on

psychological needs (dis) satisfaction, mental health, and mental illness. Cogent Psychology, 3(1), 1157975.

Menezes, R. P., Marques, R. F. R., & Nunomura, M. (2014). Early sport specialization and the teaching of invasion games.

Movimento, 20(1), 351-373.

Oerter, R. (2002). Entwicklungspsychologie. L. Montada (Ed.). Weinheim: Beltz PVU.

Voigt, L., & Hohmann, A. (2016). Expert youth coaches’ diversification strategies in talent development: A qualitative typology.

International journal of Sports Science & Coaching, 11(1), 39-53.

Zibung, M., & Conzelmann, A. (2013). The role of specialisation in the promotion of young football talents: A person-oriented

study. European Journal of Sport Science, 13(5), 452-460.


Differentiations

early childhood(2-4 years)

infancy(0-23 months)

preschool age(4-5 years)

school age(5-12 years)

adolescence(13-19 years)

� Biological age / performance

age / high performance age

� Type of sport and training

frequency

(after Erikson& Erikson,1997)



Dennis Kudla, RIO; left

home when he was 11

to concentrate on Judo

Out of the „movement diary“ of an ordinary

primary school pupil

get out of bed

10 min. way to school

7:00 8:00 9:00 10:00 11:00

school

30 min. school sports

30 min. break

10 min. way back home

12:00 1:00 2:00 3:00 4:00

afternoon

120 min. playing inside

25 min. home work

45 min. playing outside

20 min. shopping/ music lesson

5:00 6:00 7:00 8:00 9:00

evening

17 min. in sports club going to bed40 min. TV

Documents

The Athlete’s Trajectory · 2018-02-23 · Talentselection Antecedents Nuture Mental Skills, Life Skills Talentdevelopment Performance Outcome Heuristics. Psychologisches Institut